RESUMO
La falta de información sobre el uso de la tecnología en niños con trastorno del espectro autista (TEA) de diferentes perfiles puede dificultar que docentes y alumnos se estén beneficiando del apoyo tecnológico más eficaz y ajustado a sus necesidades. El objetivo de esta revisión fue analizar y sintetizar la evidencia científica sobre la eficacia de los recursos tecnológicos en la mejora de la comprensión emocional de estudiantes con TEA con perfiles de alto y bajo funcionamiento. Para ello se realizó una revisión sistemática de las publicaciones científicas indexadas en algunas de las bases de datos de mayor relevancia siguiendo los criterios establecidos en la declaración PRISMA. En total se analizaron 38 artículos que cumplieron con los criterios de inclusión preestablecidos. Los resultados muestran la importancia de diseñar sistemas versátiles que puedan personalizarse y adaptarse en tiempo real y en contextos naturales con un enfoque claramente inclusivo. Pero también sugieren que la tecnología puede no ser una herramienta de intervención complementaria adecuada para todos los niños con TEA. Lo que subraya la necesidad de ensayos adicionales bien controlados sobre las características que permitan identificar qué estudiantes podrían o no beneficiarse de diferentes modalidades de tecnología. (AU)
The lack of information on the use of technology in children with autism spectrum disorder (ASD) of different profiles can make it difficult for teachers and students to benefit from the most effective technology support tailored to their needs. The aim of this review was to analyze and synthesize scientific evidence on the effectiveness of technological resources in improving the emotional understanding of students with high and low functioning ASD profiles. A systematic review of the scientific publications indexed in some of the most relevant databases was carried out following the criteria established in the PRISMA declaration. A total of 38 articles that met the pre-established inclusion criteria were analyzed. The results show the importance of designing versatile systems that can be customized and adapted in real time and in natural contexts with a clearly inclusive approach. But they also suggest that technology may not be an appropriate complementary intervention tool for all children with ASD. This underlines the need for additional well-controlled tests on the characteristics that would allow identifying which students might or might not benefit from different technology modalities. (AU)
Assuntos
Humanos , Pré-Escolar , Criança , Adolescente , Tecnologia Educacional , Transtorno do Espectro Autista , Transtorno AutísticoRESUMO
La falta de información sobre el uso de la tecnología en niños con trastorno del espectro autista (TEA) de diferentes perfiles puede dificultar que docentes y alumnos se estén beneficiando del apoyo tecnológico más eficaz y ajustado a sus necesidades. El objetivo de esta revisión fue analizar y sintetizar la evidencia científica sobre la eficacia de los recursos tecnológicos en la mejora de la comprensión emocional de estudiantes con TEA con perfiles de alto y bajo funcionamiento. Para ello se realizó una revisión sistemática de las publicaciones científicas indexadas en algunas de las bases de datos de mayor relevancia siguiendo los criterios establecidos en la declaración PRISMA. En total se analizaron 38 artículos que cumplieron con los criterios de inclusión preestablecidos. Los resultados muestran la importancia de diseñar sistemas versátiles que puedan personalizarse y adaptarse en tiempo real y en contextos naturales con un enfoque claramente inclusivo. Pero también sugieren que la tecnología puede no ser una herramienta de intervención complementaria adecuada para todos los niños con TEA. Lo que subraya la necesidad de ensayos adicionales bien controlados sobre las características que permitan identificar qué estudiantes podrían o no beneficiarse de diferentes modalidades de tecnología. (AU)
The lack of information on the use of technology in children with autism spectrum disorder (ASD) of different profiles can make it difficult for teachers and students to benefit from the most effective technology support tailored to their needs. The aim of this review was to analyze and synthesize scientific evidence on the effectiveness of technological resources in improving the emotional understanding of students with high and low functioning ASD profiles. A systematic review of the scientific publications indexed in some of the most relevant databases was carried out following the criteria established in the PRISMA declaration. A total of 38 articles that met the pre-established inclusion criteria were analyzed. The results show the importance of designing versatile systems that can be customized and adapted in real time and in natural contexts with a clearly inclusive approach. But they also suggest that technology may not be an appropriate complementary intervention tool for all children with ASD. This underlines the need for additional well-controlled tests on the characteristics that would allow identifying which students might or might not benefit from different technology modalities. (AU)
Assuntos
Humanos , Pré-Escolar , Criança , Adolescente , Tecnologia Educacional , Transtorno do Espectro Autista , Transtorno AutísticoRESUMO
ABSTRACTBackground: Many healthcare workers (HCWs) endured psychologically traumatic events at work during the coronavirus disease 2019 (COVID-19) pandemic. For some, these events are re-experienced as unwanted, recurrent, and distressing intrusive memories. Simple psychological support measures are needed to reduce such symptoms of post-traumatic stress in this population. A novel intervention to target intrusive memories, called an imagery-competing task intervention (ICTI), has been developed from the laboratory. The intervention includes a brief memory reminder cue, then a visuospatial task (Tetris® gameplay using mental rotation instructions for approximately 20â min) thought to interfere with the traumatic memory image and reduce its intrusiveness. The intervention has been adapted and evaluated in a randomized controlled trial (RCT) with Swedish HCWs (ClinicalTrials.gov identifier: NCT04460014).Objective: We aimed to explore how HCWs who worked during the COVID-19 pandemic experienced the use of a brief intervention to reduce their intrusive memories of work-related trauma.Method: Interpretative phenomenological analysis was used for in-depth understanding of the lived experiences of HCWs who used the intervention. Seven participants from the RCT were interviewed by an independent researcher without prior knowledge of the intervention. Interviews were conducted via telephone and transcribed verbatim.Results: Four general themes were generated: 'Triggers and troublesome images', 'Five Ws regarding support - what, when, why, by/with who, for whom', 'Receiving it, believing it, and doing it' and 'The intervention - a different kind of help'; the last two included two subthemes each. The results reflect participants' similarities and differences in their lived experiences of intrusive memories, support measures, and intervention impressions and effects.Conclusion: HCWs' experiences of the novel ICTI reflect a promising appraisal of the intervention as a potential help measure for reducing intrusive memories after trauma, and gives us a detailed understanding of HCWs' needs, with suggestions for its adaption for future implementation.Trial registration: ClinicalTrials.gov identifier: NCT04460014.
Many healthcare workers experience images or 'flashbacks' of traumatic experiences from their work during the COVID-19 pandemic.To ensure that individual needs are met, there is a need to tailor and refine current psychological support measures and their use for healthcare workers.The imagery-competing task intervention was perceived as acceptable, indicating its potential utility as a help measure to reduce intrusive memories after trauma.
Assuntos
Pessoal de Saúde , Trauma Psicológico , Humanos , COVID-19/epidemiologia , Pessoal de Saúde/psicologia , Trauma Psicológico/psicologia , Transtornos de Estresse Pós-Traumáticos/prevenção & controle , PandemiasRESUMO
Public health efforts to reduce divorce-induced health adversities are gaining momentum and positive interventional outcomes of the online Cooperation After Divorce (CAD) digital platform for divorcees have been documented by previous research. However, it is unknown whether socioeconomic characteristics previously associated with prolonged divorce recovery are also associated with post-divorce intervention efficacy, and if so, in what way. Multilevel modeling was employed using a sample of 1,856 recently divorced Danes, who participated in an RCT study of the CAD digital platform, to investigate whether educational and income level (1) predict post-divorce health, (2) moderate the time-induced trajectories of post-divorce health, and (3) moderate the intervention-induced trajectories on post-divorce health over the first 12-months following legal divorce. The findings indicated that lower education and lower income predicted worse post-divorce health over one year post-divorce. Furthermore, it was indicated that education moderated post-divorce anxiety so that lower-educated participants experienced a larger reduction in symptoms of anxiety over time. However, except for depression, no moderating effect of income and education on the intervention effect of CAD was found. Our results suggest a beneficial effect of the CAD digital platform across socioeconomic characteristics in the post-divorce period, bolstering claims of the scalability of post-divorce interventions. Moreover, the findings suggest that, theoretically, the intervention may work to compensate for the lack of educational resources in reducing the health gap in post-divorce recovery. (AU)
Las campañas de salud pública para disminuir las consecuencias negativas del divorcio para la salud están tomando impulso, y los resultados positivos de la intervención de la plataforma digital para divorciados, Cooperación tras el Divorcio (CTD), han sido documentados con investigaciones previas. No obstante, es incierto que las características socioeconómicas, antes asociadas a la recuperación prolongada del divorcio, también se asocien a la eficacia de la intervención tras el divorcio, y si es así, de qué modo. Se han utilizado modelos multinivel en una muestra de 1,856 daneses divorciados recientemente, los cuales participaron en un estudio RCT de la plataforma digital CTD con el fin de investigar si el nivel educativo y de ingresos (1) predecía la salud tras el divorcio, (2) moderaba las trayectorias de salud postdivorcio inducidas por el tiempo y (3) moderaba las trayectorias inducidas por la intervención en la salud postdivorcio durante los primeros 12 meses tras el divorcio legal. Los resultados indican que un menor nivel educativo y un un menor nivel de ingresos eran predictores de peor salud a lo largo de un año después del divorcio. Además se indicaba que el nivel educativo moderaba la ansiedad postdivorcio, de modo que los participantes de menor formación experimentaban una mayor reducción de los síntomas de ansiedad con el tiempo. No obstante, excepto para la depresión, no se encontró efecto moderador alguno de los ingresos y el nivel educativo en los efectos de la intervención de CTD. Los resultados indican que hay un efecto positivo de la plataforma digital CTD independientemente de las características socioeconómicas en el periodo postdivorcio, apoyando la escalabilidad de las intervenciones postdivorcio. Además, los resultados indican que teóricamente la intervención puede servir para compensar a las personas con un menor nivel educativo en la reducción de la brecha en salud que se produce en la recuperación postdivorcio. (AU)
Assuntos
Humanos , Saúde Mental , Divórcio , Saúde Pública , AnsiedadeRESUMO
Introducción: La higiene de manos es toda técnica destinada a remover, destruir o reducir la flora transitoria de la piel. Diversas organizaciones concuerdan en que es el procedimiento más costo-efectivo que puede disminuir las infecciones en pacientes hospitalizados, así como proteger al personal que se encuentra en contacto con ellos. Actualmente, ante los retos provocados por la pandemia de la COVID-19, las técnicas de enseñanza-aprendizaje optan por modalidades tecnológicas a distancia con enfoques basados en la autogestión del conocimiento y el desarrollo de habilidades propias, que puedan incidir en este hábito. Objetivo: Evaluar la efectividad de una intervención digital con enfoque constructivista para aumentar el conocimiento del lavado de manos. Metodología: Estudio cuasi experimental, longitudinal y prospectivo. Se seleccionaron a 26 estudiantes de enfermería del último año de un programa educativo a través de un muestreo no probabilístico a conveniencia, con quienes se llevó a cabo una intervención virtual con enfoque constructivista. A tal efecto se utilizó el instrumento "Conocimiento sobre higiene de manos en profesionales sanitarios" (alfa de Cronbach=0.784) para la prueba de diferencia de conocimiento pre y post intervención. Resultados: Posterior a la intervención, el 100% de los sujetos reconocen las manos como prin-cipal vía de transmisión y el 73.10% identifica correctamente el tiempo necesario para llevarlo a cabo; sin embargo, no existe diferencia estadísticamente significativa del conocimiento previo. Conclusión: A través de las intervenciones constructivistas los estudiantes tienen la oportunidad de ser gestores de su propio conocimiento y adquirir conductas, hábitos y experiencias superiores a los objetivos planteados; no obstante, se debe tomar en cuenta los factores de contextualización y operatividad de las intervenciones para lograr su mayor efectividad.
Introduction: Hand hygiene is any technique designed to remove, destroy, or reduce the tran-sient flora of the skin. Many organizations agree that this is the most cost-effective procedure that can prevent hospital-acquired infections in hospitalized patients, as well as protecting the personnel that is in contact with them. Currently, facing the challenges caused by the COVID-19 pandemic, the teaching-learning techniques opt for distance technological mo-dalities with approaches based on self-management of knowledge and the development of self- skills, which can have an impact on this habit. Objective: Evaluate the effectivity of a digital intervention with a constructivist approach to increase the knowledge of handwashing. Methodology: Quasi-experimental, longitudinal, and prospective study. Twenty-six nursing students in the last year of an educational program were selected through a non-probability convenience sample, which had a virtual intervention with a constructivist approach. To that effect the instrument used was "Knowledge about hand hygiene in healthcare profession-als" (Cronbach's alpha=0.784) to test the difference of knowledge pre and post intervention. Results: After the intervention, 100% of the subjects recognize that hands are the main way of transmission and 73.10% correctly identify the time needed to wash their hands; howev-er, there is no significant statistical difference of previous knowledge. Conclusion: Through constructivist interventions the students have the chance of managing their own knowledge and acquire behaviors, habits and experiences beyond the objectives set; nevertheless, factors of contextualization and operativity should be considered for the interventions to achieve greater effectivity
Introdução: A higiene das mãos é toda técnica destinada à remoção, destruição ou redução da flora transitória da pele. Diversas organizações concordam que é o procedimento mais custo-benefício que pode reduzir as infeções no paciente internado, assim como proteger o pessoal que está em contato com eles. Atualmente, os desafios provocados pela pandemia da COVID-19, as técnicas de ensino têm acolhido ferramentas tecnológicas a distância com fundamentação na autogestão do conhecimento e o desenvolvimento de habilidades próprias, que possam incidir nesse habito. Objetivo: Avaliar a efetividade de uma intervenção digital com fundamentação construtivista para incrementar o conhecimento do lavado das mãos. Métodos: Estudo quase-experimental, longitudinal, prospetivo. Foram escolhidos 26 alunos de enfermagem de último ano através de uma amostragem não probabilística por conven-iência. Foi feita uma intervenção virtual empregando-se o instrumento "Conhecimento so-bre higiene das mãos em profissionais sanitários" (alfa de Cronbach= 0,78) para a prova de conhecimento pre e pós intervenção. Resultados: Posterior à intervenção, 100% dos partici-pantes reconhecem as mãos como a principal fonte de transmissão e 73,10% identifica corre-tamente o tempo necessário para lavar as mãos; entretanto, não existe diferença significativa do conhecimento prévio. Conclusão: Através das intervenções construtivistas os alunos têm a oportunidade de ser gestores do seu próprio conhecimento e adquirir condutas, hábitos e experiências superiores aos objetivos formulados; entretanto, deve-se considerar os fatores como contexto e operabilidade das intervenções para conseguir a maior efetividade
